Teaching notes and audio scripts

Festivals Christmas
New vocabulary
Easter
• elf
New vocabulary • head
• face
• tree
• body
• flower
• arms
• rabbit
• legs
• lamb
• Christmas
• Easter egg
• Easter
Materials needed:
Materials needed: • a picture of a Christmas elf
• crayons or colouring pencils
• picture of an Easter egg
• scissors
• crayons or colouring pencils
• split pins
• glue (optional)
Find and colour the eggs.
• a photo of each child’s face (optional)
• Give each child a copy of the worksheet. Hold up a copy
and ask the children what they can see. Use the picture to Colour the parts of the body and add your face.
teach/review tree, flower, (baby) rabbit, lamb.
• Use a picture of an Easter egg to pre-teach/review Easter • Show the class a picture of a Christmas elf and teach the
egg. Ask the children what they know about Easter. Elicit word elf. Ask the children what they know about
or explain that in many countries people eat chocolate Christmas elves.
Easter eggs at Easter time and children look for eggs in an • Give each child a copy of the worksheet. Use the pictures
Easter egg hunt. to teach/review the words for the parts of the body.
• Tell the children that there are six Easter eggs hidden in • The children colour the parts of the body in whichever
the picture. The children find the Easter eggs and colour colours they want. Help them to cut out and stick a photo
them in whichever colours they want. Encourage them to of their face in the space provided. Alternatively, they can
be creative! draw their face.
• Invite volunteers to come to the front of the class and
show where one of the Easter eggs is hidden. Rephrase Cut the parts out and stick them together.
answers in English, e.g. Yes, look! It’s in the tree.
• Help the children to cut out the parts of the body and use
Play a game. split pins to attach the limbs to the back of the body. (Split
pins are recommended as they allow the limbs to move
• Invite the class to tell you what colours they used to freely, but if you don’t have split pins you can use glue.)
colour their Easter eggs.
• Play a game. Say, e.g. Have you got a yellow Easter egg? Give your elf a name.
Stand up! and model standing up. Children who have
coloured one of their eggs yellow copy your action. • Ask the children what they know about Christmas and
Repeat with other colours and actions, e.g. Have you provide the English words for their suggestions. The
got a (red) Easter egg? Clap your hands! children make up an elf name by using their own first
• Invite volunteers to say a colour and do an action for the name and choosing a Christmas word as their second
other children to copy. name, e.g. Mia Snowball or Daniel Tinsel.
• The children introduce their elf selves to the class.
Encourage them to say their name and something they
like, e.g. Hello! I’m Mia Snowball and I like Christmas
trees.

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 Teaching notes and audio scripts

Halloween Summer holidays

New vocabulary New vocabulary

• Halloween • summer holidays

• witch • suitcase
• wizard • sunglasses
• hat • hat
• magic • sun cream
• spell • towel
• swimsuit
Materials needed: • shorts
• gloves
• pictures of Halloween costumes and witch/wizard • jacket
characters
• card (either print the worksheets onto card or stick each Materials needed:
worksheet onto a piece of card)
• crayons or paint • pictures of people on a summer holiday
• scissors • a bag or suitcase
• strips of elastic • realia related to packing for a summer holiday (e.g. a
• stapler T-shirt, sunglasses, sun cream, a swimsuit, etc)
• crayons or colouring pencils
Colour or paint the mask.
Colour the things you need for a summer holiday.
• Ask the children what they know about Halloween.
Explain that in some countries children dress up in • Show some pictures of people doing summer holiday
costumes and wear masks at Halloween. activities (at the beach, by a lake, visiting family, etc).
• Show the class pictures of Halloween costumes, Teach the phrase summer holidays.
as well as witch/wizard characters they know from stories, • Ask the class if they’re going away anywhere during the
films or television programmes. Elicit who the characters summer holidays, e.g. to the beach or to visit family. Ask
are and teach the words witch and wizard. Ask the what they’re going to take with them. Tell the class where
children what they know about witches and wizards. you’re going in the summer holidays. Show them your
• Give each child a copy of the worksheet and teach/elicit bag or suitcase and tell them you need to pack for your
the word hat. They colour or paint the mask in whichever holiday. Elicit suggestions of what you should pack. Use
colours they want to make it either a witch or a wizard the realia to teach the words for the holiday items in
mask. English. Hold up the item, say the word for the children
to repeat, then put it in the bag.
Cut it out and add a strap. • Give each child a copy of the worksheet. Use the pictures
to teach/review the words in English. The children decide
• Help the children to cut out the mask (you may wish to cut which items they should pack for a summer holiday. Then
the eyes out before the lesson). Use a stapler to staple an they colour all these items.
elastic strap to the corners of the hat so that the children
can wear the mask around their head (make sure the Draw one more thing in the suitcase.
staple ends are facing outwards).
• Ask the children what else they want to take on their
holiday. Rephrase their ideas in simple English.
Invent a spell and choose a magic word.
• The children draw and colour one more item in
• Ask the children what magical things witches and wizards the suitcase.
can do. Rephrase their ideas in simple English. Teach the • Encourage the children to tell the class what extra item
words magic and spell. they’re taking on holiday. For an additional challenge,
• The children think of a magical spell for their witch or you can do this as a chain game. The first child says, e.g.
wizard. They choose a word in English to be their magic (I’m taking) a blue T-shirt. The second child repeats the
word when they cast the spell. If necessary, help the sentence and adds their item, e.g. (I’m taking) a blue
children to come up with their magic word or phrase. T-shirt and my teddy. To avoid overloading the children,
limit the sentences to sets of about four items before
• The children wear their masks and act out casting starting a new sentence.
their spells.

Pippa and Pop Level 2 © Cambridge University Press 2022 PHOTOCOPIABLE

 Teaching notes and audio scripts

Self-evaluation worksheets
Unit 1 Listen and circle.
Read out the following audio script. The children listen and
Point and say. circle the correct people.

 he children point to each picture on the worksheet and

T
Audio script:
name the item. You may wish to revise the vocabulary
before doing this task. Who’s that? He’s old. Circle the old man.
Who’s that? She’s young. Circle the young girl.
Answers: frog, butterfly, book, flower, cat
Who’s that? He isn’t a grandpa. He’s an uncle.
Circle the uncle.
Listen and colour.
 ake sure each child has a purple, orange, black, yellow and
M Answers: The children circle the old man, the young girl and
pink pencil. Read out the following audio script. The children the uncle.
listen and colour the items mentioned in the correct colour.
Self-evaluation.
Audio script:
Look, a flower! I like flowers. Colour it purple. The children colour the smiley faces according to how well
they think they did this worksheet. They colour one if they
Look, a frog! I like frogs. Colour it orange. think they need more practice, two if they think they did
Look, a cat! I like cats. Colour it black. quite well and three if they think they know the vocabulary
and language very well.
Look, a butterfly! I like butterflies. Colour it yellow.
Look, a book! I like books. Colour it pink. Unit 3
Answers: The children colour the flower purple, the frog
orange, the cat black, the butterfly yellow and the book pink. Point and say.
The children point to each picture on the worksheet and
Self-evaluation. name the room. You may wish to revise the vocabulary
before doing this task.
The children colour the smiley faces according to how well
they think they did this worksheet. They colour one if they Answers: bedroom, bathroom, living room, dining room
think they need more practice, two if they think they did
quite well and three if they think they know the vocabulary
and language very well.
Listen and do the actions.
Read out the following audio script. The children listen and
Unit 2 do the actions.

Audio script:
Point and say.
Mummy’s in the bedroom. She’s sleeping.
The children point to each picture on the worksheet and
Grandpa’s in the kitchen. He’s cooking.
name the person. You may wish to revise the vocabulary
before doing this task. Daddy’s in the bathroom. He’s washing his hands.

Answers: grandma, grandpa, cousin, uncle Answers: The children act out sleeping, cooking and
washing their hands.

Self-evaluation.

The children colour the smiley faces according to how well

they think they did this worksheet. They colour one if they
think they need more practice, two if they think they did
quite well and three if they think they know the vocabulary
and language very well.

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 Teaching notes and audio scripts

Unit 4 Unit 6

Point and say. Point and say.

Draw the children’s attention to the arrows and where The children point to each picture on the worksheet and
they are pointing. The children point to each picture on the name the animal. You may wish to revise the vocabulary
worksheet and name the part of the body. You may wish to before doing this task.
revise the vocabulary before doing this task.
Answers: cow, horse, sheep
Answers: fingers, head/hair, neck, shoulders
Listen and do the actions.
Listen and colour. Read out the following audio script. The children listen and
do the action for each animal.
Make sure each child has a brown and yellow pencil. Read
out the following audio script. The children listen and colour.
Audio script:
Audio script: A horse can jump.
The boy has got curly hair. Colour his curly hair brown. A cow can walk.
The girl has got long hair. Colour her long hair A sheep can run.
blonde.
Answers: The children mime a horse jumping, a cow
Answers: The children colour the boy’s hair brown and the walking and a sheep running.
girl’s hair yellow.

Self-evaluation.
Self-evaluation.
The children colour the smiley faces according to how well
The children colour the smiley faces according to how well they think they did this worksheet. They colour one if they
they think they did this worksheet. They colour one if they think they need more practice, two if they think they did
think they need more practice, two if they think they did quite well and three if they think they know the vocabulary
quite well and three if they think they know the vocabulary and language very well.
and language very well.

Unit 7
Unit 5
Point and say.
Point and say.
The children point to each picture on the worksheet and
The children point to each picture on the worksheet and name the item. You may wish to revise the vocabulary
name the type of weather. You may wish to revise the before doing this task.
vocabulary before doing this task.
Answers: burger, lolly, pear, eggs, fish
Answers: sunny, rainy, windy

Listen and circle or .

Listen and circle.
Draw a and a on the board. Elicit which one is for like
Read out the following audio script. The children listen and and which one is for don’t like. Read out the following
circle the correct pictures. audio script. Use a different tone of voice for the questions
and the answers. The children listen and circle the correct
Audio script: face under each item.
I’m wearing my raincoat today. What’s the weather
like? Audio script:

I’m wearing my sandals and sunglasses today. Do you like burgers? No I don’t.
What’s the weather like? Do you like lollies? Yes, I do.

Answers: The children circle the raincloud and the sun. Do you like pears? Yes, I do.
Do you like eggs? No, I don’t.
Self-evaluation. Do you like fish? Yes, I do.

The children colour the smiley faces according to how well Answers: The children circle the under the lolly, the
they think they did this worksheet. They colour one if they
pear and the fish. They circle the under the burger and
think they need more practice, two if they think they did
the eggs.
quite well and three if they think they know the vocabulary
and language very well.

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 Teaching notes and audio scripts

Self-evaluation. Unit 9
The children colour the smiley faces according to how well
they think they did this worksheet. They colour one if they Point and say.
think they need more practice, two if they think they did
quite well and three if they think they know the vocabulary The children point to each picture on the worksheet and say
and language very well. what they can see. You may wish to revise the vocabulary
before doing this task.
Answers: two kites, six shells, five boats, the sea and the beach
Unit 8
Listen and do the actions.
Point and say.
Read out the following audio script. The children listen and
The children point to each picture on the top row of the
mime the actions.
worksheet and name the senses. Then they do the same with
the items on the bottom row. You may wish to revise the
vocabulary before doing this task. Audio script:

Answers: see, feel, hear, bee, watermelon, leaf I’m eating ice cream.
I’m drinking lemonade.
Listen and match. I’m taking photos.

Read out the following audio script. Use a different tone of I’m making sandcastles.
voice for the questions and the answers. The children listen
and draw lines to match the senses with the items. Answers: The children mime eating ice cream, drinking,
taking photos with a camera or phone and making
Audio script: sandcastles.

What can you see? I can see a watermelon.

Self-evaluation.
What can you feel? I can feel a leaf.
What can you hear? I can hear a bee. The children colour the smiley faces according to how well
they think they did this worksheet. They colour one if they
Answers: The children match the pictures as follows: think they need more practice, two if they think they did
eyes – watermelon, hand – leaf, ears – bee. quite well and three if they think they know the vocabulary
and language very well.

Self-evaluation.

The children colour the smiley faces according to how well

they think they did this worksheet. They colour one if they
think they need more practice, two if they think they did
quite well and three if they think they know the vocabulary
and language very well.

Pippa and Pop Level 2 © Cambridge University Press 2022 PHOTOCOPIABLE